Browsing by Author "Imam, Bashirat Titilope"

Now showing 1 - 9 of 9
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    Analysis of Secondary School Certificate Chemistry Examination Questions Conducted by NABTEB for Cognitive Complexity
    (Journal of Research in Science Education, 2018) Imam, Bashirat Titilope; Owolabi, Taiwo; Olorundare, Adekunle Solomon
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    Assessment of Science Teachers’ Implementation of Deep Conceptual Learning in Senior Secondary Schools in Ilorin, Nigeria
    (Faculty of Technology Education, Abubakar Tafawa Balewa University Bauchi, 2021) Imam, Bashirat Titilope
    The importance of producing lifelong learners who will be able to translate theory into practice cannot be underestimated in the teaching and learning process. Research has informed the need to produce deep conceptual learners as contrary to surface learners due to the numerous advantages attached to it. This study, therefore, investigated the assessment of teachers’ implementation of deep conceptual learning in science classrooms in Ilorin, and five research questions were raised and answered in this study. The study was exploratory and adopted descriptive research of the survey type. A sample of 200 science teachers who were selected through the purposive sampling technique was involved in the study. The instrument used for data collection was a questionnaire entitled Questionnaire on Teachers’ Implementation of Deep Conceptual Learning in Science Classrooms (QTIDCLC). The questionnaire was adapted from the work of Rillero (2016). The validity of the instrument was determined through the split-half method and a reliability value of 0.86 was obtained at a .05 level of significance. Findings from the study revealed that the majority of the teachers reported that they implement deep conceptual learning methods in their classrooms. Participants indicated that methods such as applications of concept to everyday life, teacher-led discussions and classroom lectures are commonly used in their classrooms. It was also revealed from the findings of this study that highly experienced teachers and qualified teachers utilize deep conceptual learning instructional methods than their counterparts who are low experienced and less qualified. The study, therefore, concluded that science teachers implement deep conceptual learning in their classrooms and teachers' qualifications and experience influenced their implementation of DCL instructional methods. Hence, it was recommended relevant stakeholders such as policymakers and curriculum planners should put measures in place to ensure that less qualified and less experienced teachers are supported to implement DCL methods probably through means of professional development.
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    Assessment of Technology Integration by Senior Secondary School Teachers of Science and Mathematics
    (ATBU Journal of Science, Technology and Education, 2018-02-01) Badmus, Olalekan T.; Sulaiman, Musa Mohammed; Imam, Bashirat Titilope; Omosewo, Esther O.
    Qualitative education is a correlate of technological development in many countries. The trend of scholastic studies in technological integration in classrooms have reported better performance from students taught using technology. Integration is mostly done by teachers with a view to improve students’ performance, hence, this study investigated technology integration by senior school science and mathematics teachers in Ilorin, Nigeria. Forty-two female and seventy-three male teachers were sampled. Teachers’ Technology Integration Assessment (TTIA) questionnaire elicited data to answer four research questions generated in this study. Descriptive statistics of frequency, percentage and charts were employed. Thirty one percent of teachers’ use technology in their classroom against 69% who do not. Twenty-three percentage indicated weekly, 32% monthly and 45% occasionally integrated technology in their classrooms. Also, less experienced teachers integrated technology most among experienced, moderately experienced and less experienced teachers. Male teachers integrated technology more than the female teachers in this study.
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    PRE-SERVICE TEACHERS’ ATTITUDE AND EFFICACY TOWARDS INCLUSIVE EDUCATION IN NIGERIA: A CASE STUDY OF PRE-SERVICE SCIENCE EDUCATION STUDENTS IN UNIVERSITY OF ILORIN, NIGERIA
    (Department of Science and Technology Education, 2021-09) Imam, Bashirat Titilope; Sulaiman, Musa Mohammed; Alabi, Hafsat Imam
    In the actualization of sustainable development goals, teachers’ positive attitude towards the implementation of inclusive education in their classrooms becomes essential. Hence, this study investigated pre-service teachers’ attitudes and efficacy towards inclusive education among pre-service science education students in the University of Ilorin, Nigeria. The study adopted descriptive research of the survey type and a sample of 297 respondents were involved. Three research questions and two hypotheses were raised to guide this study. The research instrument entitled Questionnaire on students’ attitude towards inclusive education adapted from Kielblock (2018) was utilized in gathering data for the study. The reliability of the instrument was observed to be 0.74 using PPMC statistics. The research questions were answered using frequency count and percentages while hypotheses were tested using t-test statistics at a 0.05 level of significance. Findings from the study revealed that the majority (72.1%) of the respondents are aware of inclusive education policy in Nigeria. Also, 59.9% of the respondents held a negative attitude towards inclusive education while 47.5% of them have low efficacy towards teaching in an inclusive classroom. Furthermore, it was revealed that gender does not significantly influence students’ attitudes and efficacy towards inclusive education. It was therefore recommended that efforts should be intensified in teacher education programmes to impact knowledge on inclusive education among pre-service teachers as this may likely, strengthen their attitude and efficacy towards inclusion
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    RE-SERVICE TEACHERS’ ATTITUDE AND EFFICACY TOWARDS INCLUSIVE EDUCATION IN NIGERIA: A CASE STUDY OF PRE-SERVICE SCIENCE EDUCATION STUDENTS IN UNIVERSITY OF ILORIN, NIGERIA
    (Department of Science Education, Federal University of Technology Minna, 2021) Imam, Bashirat Titilope; Sulaiman, Musa Mohammed; Alabi, Hafsat Imam
    in the actualization of sustainable development goals, teachers’ positive attitude towards the implementation of inclusive education in their classrooms becomes essential. Hence, this study investigated pre-service teachers’ attitudes and efficacy towards inclusive education among pre-service science education students in the University of Ilorin, Nigeria. The study adopted descriptive research of the survey type and a sample of 297 respondents were involved. Three research questions and two hypotheses were raised to guide this study. The research instrument entitled Questionnaire on students’ attitude towards inclusive education adapted from Kielblock (2018) was utilized in gathering data for the study. The reliability of the instrument was observed to be 0.74 using PPMC statistics. The research questions were answered using frequency count and percentages while hypotheses were tested using t-test statistics at a 0.05 level of significance. Findings from the study revealed that the majority (72.1%) of the respondents are aware of inclusive education policy in Nigeria. Also, 59.9% of the respondents held a negative attitude towards inclusive education while 47.5% of them have low efficacy towards teaching in an inclusive classroom. Furthermore, it was revealed that gender does not significantly influence students’ attitudes and efficacy towards inclusive education. It was therefore recommended that efforts should be intensified in teacher education programmes to impact knowledge on inclusive education among pre-service teachers as this may likely, strengthen their attitude and efficacy towards inclusion.
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    The role of STEAM teacher education in emerging e-society and sustainable development goals
    (European Journal of Health and Biology Education, 2019-06-04) Alabi, Hafsat Imam; Bello, Ganiyu; Ahmed, Aduke Rihanat; Bello, Zakariyyau Adebayo; Sulaiman, Musa Mohammed; Imam, Bashirat Titilope; Bello, Abdulrazak Agboola
    The ever increasing applications and widespread use of digital Information and Communication Technologies (ICT) in every aspect of human interactions has become a dominant culture in the current post-modern society. Consequently, it is almost impossible for individuals who are e-illiterate to survive in the emerging smart cities and e-societies, in general. Sustainable development in any nation now rests largely on the level of mastery and use of ICT, as well as, the degree to which citizens are e-literate. The task of developing human potentials needed to power sustainable socioeconomic development as well as producing e-literate citizens, is a core function of the education industry. Here in lies the significance of education, especially teacher education in the achievement of sustainable development goals. This paper therefore, addresses the role of STEAM teacher education in the emerging smart cities, e- societies, and sustainable development goals. The concepts of smart cities, e-societies, Sustainable Development Goals (SDGs) and STEAM teacher education were discussed in the paper. The role of STEAM teacher education in the attainment of SDGs, was critically examined, and the paper calls for the restructuring of the Nigerian education system in line with the basic tenets of STEAM education as parts of measures to attain the SDGs in Nigeria.
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    The Roles of STEAM Teacher Education in the Emerging E-Society and Sustainable Development Goals
    (European Journal of Health and Biology Education, 2019-12-22) Alabi, Hafsat Imam; Bello, Ganiyu; Ahmed, Aduke Rihanat; Bello, Zakarriyau Adebayo; Sulaiman, Musa Mohammed; Imam, Bashirat Titilope; Bello, Razak Agboola
    The ever increasing applications and widespread use of digital Information and Communication Technologies (ICT) in every aspect of human interactions has become a dominant culture in the current post-modern society. Consequently, it is almost impossible for individuals who are e-illiterate to survive in the emerging smart cities and e-societies, in general. Sustainable development in any nation now rests largely on the level of mastery and use of ICT, as well as, the degree to which citizens are e-literate. The task of developing human potentials needed to power sustainable socioeconomic development as well as producing e-literate citizens, is a core function of the education industry. Here in lies the significance of education, especially teacher education in the achievement of sustainable development goals. This paper therefore, addresses the role of STEAM teacher education in the emerging smart cities, e- societies, and sustainable development goals. The concepts of smart cities, e-societies, Sustainable Development Goals (SDGs) and STEAM teacher education were discussed in the paper. The role of STEAM teacher education in the attainment of SDGs, was critically examined, and the paper calls for the restructuring of the Nigerian education system in line with the basic tenets of STEAM education as parts of measures to attain the SDGs in Nigeria
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    Science Teachers' Perception on Challenges of Integrating Information Communication Technology into Teaching and Learning in Ilorin, Nigeria
    (Department of Vocational Education, University of Uyo, Nigeria, 2017) Imam, Bashirat Titilope; Sulaiman, Musa Muhammed
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    Science teachers’ perception on challenges of integrating information and communication technology into teaching and learning in Ilorin, Nigeria
    (International Journal of Educational Development, 2017-12) Imam, Bashirat Titilope; Sulaiman, Musa Mohammed
    Since the advent of ICT and its notable advantage towards improving the quality of teaching and learning, it is apparent that science teachers in Nigeria are yet to fully integrate it into teaching and learning. This study therefore sought to find out science teachers perception of the challenges of integrating ICT into teaching and learning, considering the influence of teachers' gender, experience and qualification. The study is a descriptive one of the survey type. The population for the study involved 1.140 teachers within Ilorin metropolis out of which 250 science teachers were randomly selected for the study. Data was gathered using a questionnaire titled STPCI-ICT_TL. The reliability of the instrument was calculated using PPMC and a reliability coefficient of 0.81 was obtained. Findings from the study revealed that 92% of the items on the questionnaire were perceived as some of the challenges of integrating ICT into teaching and learning. Also, there is no statistically significant difference in teachers' perceptions on the challenges of integrating ICT in teaching and learning based of gender, qualifications and teaching experience. The study therefore concluded that teachers have positive perceptions to the challenges of integrating ICT into teaching and learning. Also, teachers' gender, qualification and experience do not influence their perception towards the challenges of integrating ICT into teaching and learning